Are TEFL vs. Non-TEFL Graduates Teachers' Experience, Creativity, Mindfulness, and Instructional Competency Different?

Autor/inn/en	Tohidifar, Fatemeh; Faravani, Akram
Titel	Are TEFL vs. Non-TEFL Graduates Teachers' Experience, Creativity, Mindfulness, and Instructional Competency Different?
Quelle	In: Acuity: Journal of English Language Pedagogy, Literature and Culture, 8 (2023) 1, S.47-67 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2541-0229
Schlagwörter	English (Second Language); Second Language Instruction; Teaching Experience; Creativity; Metacognition; Teacher Competencies; Language Teachers; Teacher Qualifications; Foreign Countries; Predictor Variables; Teacher Background; Teacher Effectiveness; Higher Education; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kreativität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrkunst; Language teacher; Sprachunterricht; Lehrqualifikation; Ausland; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Recent advancement in educational systems have fostered the significance of language teachers' responsibilities to improve their qualities and competences since students' development is directly related to teachers' qualities and profession. The current study aims at finding the interrelationships between TEFL graduates vs. Non TEFL graduates EFL teachers' Teaching Experience, Sense of Creativity, Sense of Mindfulness, and their Instructional Competency. 318 EFL teachers were selected through convenience sampling from different institutes. Participants filled three questionnaires of Teaching Creativity Quotient, Five Facet Mindfulness Questionnaire, and Instructional Competency Questionnaire by using both paper-based and online methods. To analyze the data, two models for interrelationships among the variables of the study for the two groups of TEFL and Non- TEFL graduates were proposed and tested using path analysis. The findings showed that the proposed model in TEFL group perfectly fit with the data. In non-TEFL group the goodness of fit indices was not within the acceptable range. Moreover, there was a significant difference between the two groups (TEFL and Non-TEFL teachers) regarding instructional competency. This study can be beneficial for teachers, learners, and supervisors. (As Provided).
Anmerkungen	Acuity: Journal of English Language Pedagogy, Literature and Culture. Jl. Kolonel Masturi No. 288, Kec. Parongpong, Bandung Barat, 40559, Indonesia. e-mail: jurnal.acuity@unai.edu; Web site: https://jurnal.unai.edu/index.php/acuity/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01